Utility of Interaction in Knowledge-Oriented Activities
Paul Parsons, Kamran Sedig, University of Western Ontario, Canada
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper examines the utility of interaction in knowledge-oriented activities. Knowledge-oriented activities refer to those in which a user performs mental activity with some information, thus involving both the mind and external representations. The information being examined by a user is part of an information space, which must be encoded in external representations to provide a tangible form with which to interact. While static representations can be useful aids to knowledge-oriented activities, the addition of interactive elements to representations provides a wide array of benefits to the user. They allow the user to engage in reflective mental activity by combining the mind of the user and the external world into one cognitive system. This paper explores the general benefits interactions have for supporting knowledge-oriented activity, and examines some ILEs that make use of different types of interactions and interaction techniques to support these activities.
Parsons, P. & Sedig, K. (2010). Utility of Interaction in Knowledge-Oriented Activities. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 895-904). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)